Through a partnership with the Clayton Family Futures Early Head Start (EHS), the University of Denver will use the Dialogic Reading technique to promote emergent literacy skills in EHS classrooms and homes. The study seeks to answer the following questions: (a) What supportive coaching strategies are successful in achieving teachers' consistent inclusion of Dialogic Reading practices in the classroom; (b) How do adult reading styles change after learning the Dialogic Reading technique; and (c) How much improvement occurs in children's expressive language production as a result of one-on-one reading with an adult? Children and teachers in two Head Start classrooms will participate in the study. Researchers will observe each teacher's reading sessions' with four children, gathering data about adult reading behaviors, adult reading language/style, and child utterances. Subsequent consultations with teachers will focus on feedback and suggestions about reading style techniques. Additional observations will be conducted, to show teachers the progress of Dialogic Reading in the classroom. The primary aim of the research is to improve the understanding of Dialogic Reading implementation in EHS classrooms, and its effectiveness in improving language development.